Rethinking Secondary School Programs for Students with Learning Disabilities

Abstract

Nearly 15 years have passed since enactment of the Education for All Handicapped Children Act (PL 94-142) and the federal government's assurance of a free and appropriate public education for students with handicaps. During that time the numbers of students served in special education programs has grown to nearly 4.5 million, an increase of 21 % over 1976-77 counts.Nowhere has the change in size and scope of special education services been more astounding than in the field of learning disabilities (LD). In the 15 years just passed, the numbers of students identified and served in programs for students with learning disabilities has increased by more than 145%. Every state in the nation has seen an increase in service rates in learning disabilities, with the service rates for students of secondary school age accounting for the greatest change. According to the Eleventh Annual Report to Congress (U.S. Department of Education, 1989) 1,025,010 students 12 to 17 years old have been diagnosed as LD and are receiving special education services.Before passage of PL 94-142, only a small body of literature specifically addressed the characteristics and needs of adolescents with learning disabilities. It is not that learning disabilities were not thought to exist in adolescents and young adults. Indeed, early descriptions of students with dyslexia and related learning disabilities often included case studies of students in the age range of 12 to 21 years (see Critchley, 1964, pp. ix-xi; Johnson & Myklebust, 1967, pp. 229-232). But secondary school-aged students with learning disabilities were not considered a distinct popl!lation with distinct characteristics and programming needs.Dr. Zigmond is affiliated with the Department of Instruction and Leaming, University of Pittsburgh.

Literacy Instruction for Older Struggling Readers: What Is the Role of Technology?

“…Typically, these students tend to develop behaviors that impede their learning. For example, they have been characterized as lacking motivation, possessing little self-confidence, experiencing difficulty making and keeping friends, and displaying a host of maladaptive behaviors (Deshler, Ellis & Lenz, 1996;Lerner, 1997;Schumaker, Deshler & Ellis, 1986;Zigmond, 1990). Certainly, these students pose a formidable challenge for teachers.…”

Content-Specific and General Reading Disabilities of Secondary-Level Students

“…While in school, they struggle with the increased emphasis of the instructional program on content acquisition and decreased emphasis on basic skills acquisition (Alley 8c Deshler, 1979). Perhaps as a result of this struggle, students often become increasingly disassociated from the school environment (Miller, Leinhardt, & Zigmond, 1988) and exhibit high rates of failure (Wagner, 1990), absenteeism (deBettencourt 8c Zigmond, 1990;Wagner, 1990), and school drop out (deBettencourt, Zigmond, 8c Thornton, 1989;Levin, Zigmond, 8c Birch, 1985;Wagner, 1990). Once they leave school, students with mild learning handicaps continue to experience difficulties.…”

“…Zigmond (1990) described several different secondary programs that vary in terms of their focus (student vs. environment), the setting for the intervention (resource vs. mainstream classroom), and the instructional emphasis (e.g., basic skills remediation, social skills, and learning strategies).…”

“…These students enter secondary schools lagging far behind their peers in basic literacy skills and leave without substantial improvement in those skills (Zigmond, 1990). While in school, they struggle with the increased emphasis of the instructional program on content acquisition and decreased emphasis on basic skills acquisition (Alley 8c Deshler, 1979).…”

Special Education at a Crossroads

“…It might include learning how to control, to self-regulate, and to self-monitor one's own behavior. It might include instruction in teacher-pleasing behaviors, such as coming to class on time and with the correct supplies and materials; responding appropriately to the teacher through eye contact, body language, and temperament; and complying with classroom rules about staying in your seat, raising your hand to speak, or turning in required assignments (Zigmond, 1990).…”